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La métacognition au service de l’apprentissage du FLE en contexte plurilingue (États-Unis).

Abstract : In the United States, a country of immigration, foreign language learning is the norm, in most institutions. Among the languages learned in this country, English figures as the official language, but there are also other European and Asian languages. In the case of FLE learning in the American context, we think that the production of narrative texts by an American learner represents a relatively complex activity similar to that experienced by a Tunisian learner.In the present work, we describe an action research that we carried out in Tunisian schools whose objective is to try to identify and analyze the difficulties related to the textual coherence in the written productions of the Tunisian students in order to understand and to explain the cognitive processes performed by learners in writing situations. This procedure allowed us to design remediation sequences based on metacognitive activities aimed at developing students' self-regulation strategies and consequently improving their scriptural performances.The results obtained allowed us to verify the impact of the practice of metacognition on the performance of novice writers. The methods we have experimented with could be avenues of research for learning foreign languages in the United States.
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Contributor : Adel Znaidi Connect in order to contact the contributor
Submitted on : Wednesday, December 9, 2020 - 11:49:06 PM
Last modification on : Friday, August 27, 2021 - 10:37:24 AM
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Adel Znaidi. La métacognition au service de l’apprentissage du FLE en contexte plurilingue (États-Unis).. Amerika - Mémoires, identités, territoires, LIRA-Université de Rennes 2, 2019, Transcorporalités / Colombie 2017-2, 19, pp.[En ligne]. ⟨10.4000/amerika.11135⟩. ⟨hal-03049710⟩



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